1988
DOI: 10.5951/at.35.8.0042
|View full text |Cite
|
Sign up to set email alerts
|

Using Writing Activities to Reinforce Mathematics Instruction

Abstract: The traditional view has been that students learn to write in English classes and to compute in mathematics classes and “never the twain shall meet.” Certainly little thought has been given to the idea that teachers of various subject areas, especially mathematics, should seek to have students engage in writing activities as part of their study of that area. In recent years, however, this position has been changing, and different authors have recommended increased writing about mathematics by students as a use… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

0
2
0
2

Year Published

1990
1990
2024
2024

Publication Types

Select...
8
1

Relationship

0
9

Authors

Journals

citations
Cited by 17 publications
(4 citation statements)
references
References 10 publications
0
2
0
2
Order By: Relevance
“…Expository writing is intended to describe and explain (cf. Davison & Pearce, 1988). Students write in most mathematics classes, but typically they write numerical answers to problems or symbols to show the computational steps they used to arrive at a particular answer.…”
Section: Methodsmentioning
confidence: 99%
“…Expository writing is intended to describe and explain (cf. Davison & Pearce, 1988). Students write in most mathematics classes, but typically they write numerical answers to problems or symbols to show the computational steps they used to arrive at a particular answer.…”
Section: Methodsmentioning
confidence: 99%
“…Além da finalidade comunicativa, educadores têm argumentado que a escrita (entendida como a ação "de escrever" e "refletir") é importante para promover aprendizagem (write to learn) (EMIG, 1977;JOHNSON, 1983;STEMPIEN;BORASI, 1985;BELL;BELL, 1985;DAVISON;PEARCE, 1988;ROSE, 1989;VAN DEN HEUVEL-PANHUIZEN, 1996;ISHII, 2003). Assumindo a importância da escrita no contexto escolar de todos os níveis, tem-se por um lado, que é no encontro da palavra com a ideia que surge a unidade expressiva da linguagem (ECO, 1984) e, por outro lado, a escrita como forma de favorecer a reflexão, parece ser utilizada para "concretizar" as ideias.…”
Section: Possui Respostas Predeterminadasunclassified
“…Problem posing can increase the mathematical knowledge, since the task of creating or formulating a new problem allows the pupils to establish relationships between the different phases of problem solving [19]. In fact, thanks to problem posing, pupils reach complex reflection levels, reaching a reasoning stage that makes the construction of mathematical knowledge possible [20].…”
Section: Problem Posingmentioning
confidence: 99%